Dr. Juarez, a dedicated ABA clinician and researcher, is also an advocate for autism and neurodiversity and the founder of Hope ABA. For over 25 years, Dr. Juarez has been a driving force in the field, working at the intersection of behavioral science, identity development, and human potential. With a doctorate in psychology and a lifelong passion for inclusive growth, she combines clinical insight, research rigor, and compassionate advocacy to support every individual and family she serves.
Dr. Juarez, Service and Commitment to Inclusive Excellence
Service, to me, is an extension of teaching and mentorship—an opportunity to expand access, representation, and impact. I have contributed to the development of inclusive AI tools (SEVA and CORA) that support equitable educational outcomes across diverse learners, including K–12 students with autism spectrum disorder (ASD) and other neurodevelopmental differences. These tools now inform my teaching and service, providing real-world models of how technology and behavioral science can be harnessed for inclusive education.
Within academic departments, I prioritize community-building and cross-disciplinary collaboration, encouraging partnerships that connect psychology, technology, and education. I also advocate for curriculum design that recognizes the diverse cognitive, cultural, and emotional strengths of all learners, aligning with Berkeley’s mission of equity and social impact.
Many of the individuals Dr. Juarez serves, as an experienced ABA clinician, have gone undiagnosed until their late teens or twenties, or have received services that never addressed core issues of self-concept, autonomy, or identity. These young people, often navigating the complexities of autism and neurodiversity, frequently present as withdrawn, resistant, emotionally dysregulated, and increasingly disconnected from life and community. Dr. Juarez’s pioneering treatment model reframes this stage not as failure, but as an interrupted journey of becoming.
Dr. Juarez, an experienced ABA clinician, offers a powerful clinical reframe: rather than seeing individuals with autism and neurodiversity as “stuck” or “noncompliant,” she views them as paused — their development halted at critical identity-forming stages. Her approach is rooted in reconstructing crucial stages of identity development, providing parent coaching for emotional regulation and boundary setting, implementing community-based interventions, and expanding clients' interests into functional, social, and career-oriented skills.
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